Reconstructing Literacy Instruction in MTSS, Spring 2019

March 9 – May 11, 2019. Three in-person meetings on Saturday, March 9, April 6 & May 4, 2019. The remainder of the course will take place in an online environment.

Credits:

3 graduate credits

Tuition:

$925

Note: Course payment of $925 by check or purchase order, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form and the purchase order can be uploaded to the registration form. If paying by check, please mail the check to Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05753. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.

Course Description

Learn how to manage your literacy block with the multiple components of English Language Arts used in a Multi-Tiered Systems of Supports approach. This course will examine best practices to reach learners of all ranges and capabilities, from struggling learners to those exceeding proficiencies.

Audience: K-6 Literacy teachers

Course Goals & Objectives

Course Goals:

To develop practical application of targeted literary instruction in Multi-Tiered Systems of Support.

To use best practices to support student learning from below to above proficiencies.

Course Objectives:

To understand the expectations and constraints of using the Multi-Tiered Systems of Support in literacy instruction.

Class 1 (Due 4/6): Read through “The Daily 5” book and identify how this framework could fit into your schedule (all five components or a select few)

Class 1(Due 4/6) Using the most recent data collected (please remove identifying markers) analyze students’ progress in regards to end of year expectations. Where are your gaps? How below are some? What is going on in your room right now that can be to meet the instructional needs of your students? (2-3 pages) Prepare to share qualitative information for guidance from peers on 4/6.

Class 1 (Due 5/4) Read “Understanding Texts and Readers:”

Class 1 (In Class) Review pertinent parts of the District Management Group Vermont Agency of Education “Expanding and Strengthening Best-Practice Supports for Students Who Struggle. Discussion “How are schools meeting these demands, or not meeting them?”

Class 1 (In class) Using the Reading Strategies book, choose 5 strategies to differentiate for below, on and above students

Class 1 (In class) Using the Writing Strategies book, choose 5 strategies to differentiate for below, on and above students

Class 2 (In Class) Share findings from assessment data and gaps. What current best practices could support colleagues and in return, benefit students?

Class 2 (In Class) Review and Discuss The Daily 5 (All components) What could this look like in a single literacy block?

Class 2 (In Class) Begin work on fall instruction. What do you cover in the first 8 weeks of school? Identify targets in literacy (reading, phonics and writing) How does the Reading and Writing Strategies lessons fit into your work? How could The Daily 5 fit in?

Class 2 (Due 5/4) Align your first unit to include Reading and Writing Strategies that would be appropriate for your grade level(s). (5-10 Strategies combined.

Class 2 (Due 5/4) Write five (5) introduction lessons to the support the components of The Daily 5 and how you intend to use it in your classroom in the fall.